In Europe, positive child outcomes are a major goal of ECEC programmes. Also, the competences of the workforce are considered one of the more salient predictors of ECEC quality. Based on the opinion of Slovak Commitee of the World organization for Early childhood Education, reviewing new State educational programme for pre-schools in Slovakia, 2015, there is a discrepancy in the number of performance standards in different educational areas, while more emphasise is put on mathematics and processing of information (47) than e.g. on health and physical movement of children (13). Therefore, the more balanced approach is recommended. Concrete educational programmes or relevant materials for teachers, supporting the elimination of this discrepancy, however, were missing before the project. The need for relevant training programmes, focused on outdoor education, was clearly defined and confirmed also by the Slovak pre-school teachers, participants of the online research, in February 2016.Through this research, 286 responders (88% of the total number) expressed their interest in new training materials and resources for outdoor activities. The situation with integrating the outdoor approach in ECEC, differs in European countries greatly. The idea of using this approach, originated in Scandinavia in the 50ties, is nowadays practiced in many European countries, e.g. SE, DK, UK, DE, CZ and other. So called „Forest schools“, based on this approach, providing alternative to mainstream education, are well established in the UK (over 300 schools). Few of them can be found in CZ (120), where they were officially recognized by the law in March 2016. Very few can be found in Slovakia, too (less than 10). In Denmark, it is common to integrate the aspects of the Forest school approach, into the regular pre-school environment, linking it to official curricula. Research in the UK and Scandinavia, as well as all the other countries, where outdoor education is commonly used in ECEC as a mainstream education approach, or integrated into the mainstream, shows following benefits of this approach on child´s development: - Increase of self-confidence and self-belief- Development in social skills and awareness of their actions on others- Increased language and communication skills- A keenness to participate — motivation and concentration- Improved stamina and gross and fine motor skills- Development of respect for and interest in the natural environment- Increased health and overall wellbeing of childrenBased on these proved benefits, the project focused on:- transferring of verified ECEC teaching methodology, built on outdoor education concept, originated in and inspired by Scandinavian educational traditions, nowadays used in the UK and other European countries, to countries, where this concept is less used and underdeveloped;- adapting this methodology for the use in the public pre-schools to make it accessible for as many ECEC teachers, and, at the same time, reaching as many children as possible, in 4 countries (SK, UK, DK, EE)- through developing project outputs: O1/Handbook for the pre - school teacher on outdoor education, O2/ Online training modules, O3/ Standards of the outdoor teacher and O4/ Ideas for outdoor activities - fostering the skills of pre-school teachers on outdoor education, supporting their implementation of outdoor education approach in practice- developing additional motivational tools for teachers, to encourage the use and implementation of this approach - to support international cooperation in ECEC and developing new thematic network focused on outdoor education, including pre-schools, public and private institutions, NGOs, Universities and VET schools, supporting the use of new teaching approaches and sharing of best practices in the sector of Early Childhood Education and Care on European levelIn order to achieve project objectives, all together 6 partners, 3 from Slovakia (2 NGOs and University, focused on informal or formal education), one from UK (educational institution), Estonia and Denmark (kindergartens with outdoor approach quite differently integrated) were involved in the partnership. Expertise of above institutions contributed to development of a strong network, leading to successful fulfillment of project objectives, with developing bases of future long - term cooperation for the benefit of all involved. Project outputs and the structure of new training programme (based on practical use of O1&O2), developed in the project, has the potential to positively influence large group of pre-school teachers and workers with children and bring positive impact on great numbers of children across Europe, and thus contribute to Enhancing the quality of early childhood education and care (ECEC).

Before the pandemic, in the Slovak republic, car industry was and still is the key industrial sector. Car producing companies and industrial parks create 200 000 work places, which creates 9% of the total employment rate. Car production subsequently requires other experts, who sell the cars and provide high quality services. This area offers more than 10 000 additional job opportunities. However, with fast changing technologies and innovative solutions it becomes difficult to follow the needs in this industry in terms of qualifications needed. In the time of project submission, in Slovakia, there were 14 000 qualified workers missing on the automotive work market (TASR 2017, Feb 27th). The above numbers affect also vocational education system, setting up concrete requirements for: - Qualified VET teachers and practical workshop leaders in 87 schools in Slovakia, providing relevant training programmes in automotive professions (ISCED 3C), (ISCED 3A) - Necessity of Innovative, up - to - date, high quality teaching materials reflecting the work market needsIn March 2015, before STEP AHEAD I project submission, SŠOA DA carried out the online research, targeting 87 secondary schools in Slovakia, from automotive professions. From 71 respondents, 78,9% confirmed the need to integrate the topic of trends and innovations into current school curricula. 94,4% expressed their interest in the new teaching methodologies and 93% interest in interactive online resources. Also, strong interest and need for teacher training was confirmed through STEP AHEAD I. the project preceiding STEP AHEAD II, where 24 training participants and about 70 conference participants from both SK and CZ expressed their interest and need for similar kind of learning opportunity. STEP AHEAD II, therefore, built on the real and concrete needs confirmed by 71 respondents of the online research (2015), as well as by 94 STEP AHEAD I. project participants (2017), while providing one of the possible solutions to actual situation. In STEP AHEAD II, in addition to providing intensive teacher training programme, we developed 2 main outputs: O1/319 Interactive learning screens, structured in 13 online modules, in each of 5 language versions/EN,ES,FIN,CZ,SK, focused on concrete topics of the new trends in Automotive industry O2/13 support teaching methodologies/lesson plans related to concrete topics of innovations; and other support materials, related to the topics, most of which cover also environmental aspects, that become really crucial:•CAN NETWORK (FINLAND)•ELECTRIC CARS (SPAIN)•FULL HYBRID (FINLAND)•TRUCKS – FUEL CONSUMPTION (CZ)•TRUCKS – EMISSIONS (CZ)•TRUCKS – HYBRIDS (FINLAND)•GPS MONITORING, TELEMATICS (CZ)•AUTONOMOUS CARS (SK)•BIOFUELS (SK)•HYBRID BATTERIES (SPAIN) Project outputs were developed in partnership of 5 institutions: SSOŠA DA Bratislava, replaced later by SOS Vranovska (SK), INAK (SK), KOMTES (CZ), APAGA (ES), TTS (FI). All partners provided expert supervisory on the concrete topics on automotive innovations. Project directly targeted the group of teachers from secondary automotive schools in all partner countries, staff members of partner institutions, representing work-based settings, and indirectly students in the schools where developed materials will be used, as well as all the teachers who will use them. During project implementation, there were alltogether cca 50 participants who attended 3 training programmes and 70 attended conferences. We believe that project, contributed to increase of quality of VET in Slovakia and the Czech republic as well as Spain and brought a positive experience for Finnish participants, too.

"<< Background >>At a time when students across the world are skipping school to raise awareness around the climate emergency and protest to ensure concrete action for our planet and their future, current climate education in schools is inadequate and outdated. One of the reasons is that teachers are missing relevant skills, knowledge or, more often, motivation for climate education. Based on NEEDS ANALYSES & ONLINE RESEARCH carried out in spring 2021, students aren't being prepared to face the effects of climate change, or taught to understand the solutions, which in turn leads to an inability to take responsibility for their own impact on the local environment. The key role of climate education should be not only to deliver the knowledge but to change the attitude of people and to increase their activities towards sustainability of local communities.The project reacts to the actual needs of the target group of teachers and students aged 10-16, in 4 partners` countries, specified within the needs analyses, especially on the following needs:- adapting education to global environmental challenges, - applying climate education more and report less,- to focus on the relationship of human to the environment and his involvement at the local level,- addressing the lack of training opportunities for climate change teachers,- to add missing educational materials and tools on climate education,- addressing the need to change teaching methods and access to education. The project also responds to the needs of partners, especially on an exchange of good practice through the networking and cooperation of partners with the different background, expertise and experience; supporting and updating ICT skills and overview of actual online tools; adding new activities/methods into partners` portfolio & boosting internationalisation of partners` activities in the field of climate change.<< Objectives >>Through project TEACHING GREEN, an established project partnership aims to make climate education a more central and visible part of the response to climate change and to help people understand the impact of global warming today and increase ""climate literacy"" among young people. It does this by strengthening the capacity of teachers to provide quality climate education, by encouraging innovative teaching approaches to be integrated into schools and by raising awareness about climate change.Project TEACHING GREEN, involving 6 partners active in the area of environmental and climate education, experienced in research-based activities, citizen science and ICT use in education, from 4 countries, Slovakia (INAK, Strom zivota, Constantine the Philosopher University), Italy (CNR-IBE), Spain (VITA XXI) and Cyprus (CARDET), will provide teachers with innovative materials for climate education, nowadays missing on educational markets of the mentioned countries, with the aim to:- Educating and supporting teachers of students aged 10 – 16 and raise awareness of climate change, - Strengthening the knowledge and digital skills of teachers and students through the use of digital technologies in education,- Through the use of ICT tools promoting online learning and virtual collaboration,- Increasing the use of new and innovating learning and teaching methods, - Supporting critical thinking of all participants and fostering the environmental behaviour of individuals, pointing out the necessity of lowering our impact on climate change and raising its awareness, - Supporting a sense of social responsibility for the local environment.These general objectives of the project and overall project goal “Supporting the competencies and skills of teachers in the implementation of practical education raising awareness of climate change, its impacts and mitigation actions” will be reached through the development of 4 project results.In addition to the above-mentioned project objectives and goal, the project supports:- Green skills of all participants, while applying practical monitoring and suggesting the changes leading to a green low-carbon economy to fight against climate change impacts on a local level,- Inclusion and Diversity of project participants – teachers from urban/rural areas, different age and gender, for long-term support of gender/age inequality- Competences of teachers and students: 6 out of 8 key skills, specified by EU (Foreign languages, Basic skills in math and science, Digital Skills, Learning to learn skills, Social and civil responsibility, Skills for initiative and entrepreneurship)In line with the EUROPEAN GREEN DEAL, the project applies green alternatives and implements green skills within the entire project realization and implemented activities, for instance using virtual cooperation, results in digital forms only, paperless activities, ICT usage, or activities aimed at alternative transports.<< Implementation >>To achieve project objectives and results, the following activities will be implemented:- 2 TRAINING ACTIVITIES, to strengthen teachers` skills and gain new knowledge, exchange experiences with other teachers and to raise awareness about climate change and support climate literacy.- ONLINE LEARNING of TEACHERS, to strengthen their digital and green skills and knowledge,- TESTING PERIODS, to evaluate students` character quality improvements towards an increased sense of social responsibility,- PRACTICAL MONITORING, aimed at reviewing the impact of climate change in urban/rural areas as well as human impact on climate change, leading to increased ICT skills and an increased sense of social responsibility, while supporting critical thinking and climate literacy,- CHALLENGE for students, with app. 9 concrete steps towards sustainable living for individuals, leading to an increased sense of social responsibility of individuals.<< Results >>In the TEACHING GREEN project, the following outcomes and tangible results are planned to be developed:- EVALUATION TOOLKIT, representing a comprehensive set of character qualities and tools for their monitoring and testing, to assess the INPUT/OUTPUT level of students' character qualities and to monitor changes in an individual's behaviour in the field of raising climate change awareness,- ONLINE TRAINING COURSE, representing learning materials for the achievement of relevant and high-quality green skills and competencies of the teachers, to strengthen their teaching profile for successful implementation of practical climate education,- TOOLKIT FOR MONITORING, as a guide to practical monitoring of 9 pre-selected indicators of climate change impact on the local environment, providing students with essential materials for citizen science research, offers step-by-step methodology, on how to monitor selected indicators or how to use digital tools for monitoring,- BEST PRACTICE REPORT, introducing the examples of good practice, the real results from citizen science research on climate change impact and mitigation actions in all partners’ countries. After the project end, we expect the long-term impact on potential beneficiaries through:-New complex teaching materials for teachers to support practical climate education in 4 countries-New complex materials for citizen science research for students in 4 countries-Information posters and project website promoting climate education-New evaluation tool to monitor changes in character qualities and individual's behaviour in the field of raising climate change awareness-The CHALLENGE, set of 9 proposed activities as concrete steps towards sustainable living for individuals, leading to an increased sense of social responsibility for the local environment-Practical digital and non-digital tools for innovative research-based approach, applicable in any field of science & environment-Connected young researchers from 4 countries in common activities-Educational institutions cooperating with schools to support climate education and citizen scienceProject results have the potential to positively influence a large group of teachers and can significantly contribute to filling the gap in the availability of relevant training course and materials for gaining relevant knowledge and skills for climate education.We believe all the project results and project activities, as proposed, will meet the needs of our partnership and target groups, thus fulfilling the reason for the implementation of the project TEACHING GREEN on a national as well as international level."

Globally there is a growing wealth of evidence in support of taking children’s learning outside the classroom. Every Experience Matters Karen Malone (2008) reviewed over 100 studies drawing on research from around the globe identifying the positive impact of learning outside the classroom on children’s whole development.Learning outdoors offers a wide range of benefits to all children and young people. It provides access to fresh air which encourages sustained pupil concentration levels and their alertness as well as supporting the development of a healthy immune system. Outdoor learning facilitates the opportunity to be physical and in turn develop physical literacy.Social interaction is enhanced when pupils and staff work together outdoors. Not only does it foster a more relaxed raport between teachers and learners but it is also a chance for different individuals to excel by supporting different learning styles. It can be particularly beneficial to those with additional support needs such as ADHD. So why not take children outside to the school ground, which offers suitable conditions for outdoor learning? In Slovakia, most of the lessons are taken indoor. Staying outside is more or less sporadically, not regular or systematic. But in survey Slovak teachers expressed their interest to implement the outdoor education at their schools. In contrast, in the UK, outdoor education is implemented in several schools and teachers are regularly trained to improve their skills. Germany is also partially successful, although it is mainly pilot projects not a national practice.The project objectives were set as a result of internal research and communication between project partners to support the overall aim of the project - to support the skills of teachers for transforming the spaces for outside learning and develop children through meaningful outdoor education implemented in improved school yards.The objectives were:- To transform their school grounds or nearby public places for better outside learning.- To motivate teachers to take their everyday learning outside.- To offer the ideas for outside learning activities.- To support teachers` confidence in application of new methods of outside teaching and learning.- To gain skills of project partners in specific field of complex planning the re-design of spaces for outside learning.- To provide guidance on how to ensure the sustainability of change through collaboration in the school community.- The last, but not least, foster quality improvements, and innovation excellence at the level of education and training institutions, in particular through enhanced transnational cooperation between education and training providers.To achieve the project goals, Slovak, German and British organizations shared their experiences and expertise, while each project partner adapted the project outputs to the needs of national target groups.Learning through Landscapes (www.ltl.org.uk) is a UK charity whose priority is to promote benefits of outdoor education. The partner's expertise is based on more than 20 years of experience in supporting kindergartens and elementary schools to implement sustainable outdoor education into daily practice.Tree of Life (www.stromzivota.sk) is a non-governmental, non-profit organization that has been dedicated to environmental education and cultural heritage protection for 40 years. The organization prepares and coordinates environmental education programs in which approximately 150 schools from all over Slovakia participate. The aim of the civic association INAK (www.trochuinak.sk) is to support and develop innovative approaches, to use creative methods in the educational process of children, youth and adults, to support lifelong learning and to improve the key competences of learners.The Unabhängigen Institut für Umweltfragen (www.ufu.de) is a public research institute active in the field of conservation of natural resources, emission reductions, and promotion of participation, social justice and sustainable economics.In this project, we created a handbook (O1) - a comprehensive guide for primary and high school teachers who seek to improve teaching outside, either through inspiring activities or directly transforming the school ground. The aim of the handbook is to help schools make the most of their schoolyard's potential for regular and constantly improving outdoor education.The content of the handbook is supported by online modules (O2) and suggestions for outdoor activities or school ground changes (O4). Links to these additional resources are provided in the relevant sections of the handbook. All materials were created in 3 languages - Slovak, English and German.In addition to the handbook, we have also organized a pilot training course. The content of the course was implemented in training modules, and during the course we also introduced the outdoor activities available for download (output O4).

STEP IN project reacts to current situation at secondary technical schools in Slovakia, Czech republic, Italy and Finland, and generally across Europe, caused by COVID - 19, that puts schools, teachers as well as students under the pressure of completely new, unexpected challenges, with the demand for the use of digital tools for teaching all the content online. The experience from spring 2020 brought several issues that teachers and students need to face, revealing problems, such as lack of ICT skills and experience on the side of education providers, lack of skills to exploit available online tools in greater extent, lack of teaching materials that would enhance online teaching, lack of cooperation among schools in sharing the teaching resources and methods and other issues. Also, one of the key problems, common across Europe (learnt about from the talks with project partners) is the unaccessibility of, and difficulties in providing vocational practical training that students from secondary technical schools, as well as from other vocational fields, could undertake during lockdown and online teaching, as there aren´t available teaching resources ready to use with this purpose. The difficulties caused by this fact, result in the lack of students´ skills and competences which they needed to acquire through practice, that would prepare them for their practical jobs and labour market needs. From these reasons, we would like to tackle this problem by focusing our attention on-15 teachers of 5 secondary technical schools, vocational subjects Machining, Hydraulics and pneumatics, and Logistics, including teachers of practical training related to this field, who will be directly involved in project activities, outputs development and pilot testing of materials, tools and methods related to online teaching-50 students of secondary technical schools, aged 15 – 19, undertaking theoretical and practical training on the above subjects, who will also contribute to development of the outputs and their pilot testing, from at leat 5 schools in SK, CZ, IT, FIN while developing project outputs:O1/Needs Analysis in the target groups of the teachers and students, related to online teaching and practical training in the fields of Machining, Hydraulics and pneumatics, resulting in setting priorities, content, methods and proven tools related to online teachingO2/Educational Video materials/learning units to teach these topics, including online modules, supporting practical training on:1-Machining, eg. metal processing, turning, milling, grinding and drilling, CNC machining2-Hydraulics and pneumatics, eg. hydraulics, pneumatics, electrohydraulics and electro - pneumatics3-Logistics, eg. truck transport, eg. accessories and equipment for loading, unloading and transporting groupage goods (such as rear or side-lift, forklift, general cargo crane, hook and demountable containersO3/Tests for reviewing incoming and outcoming knowledge and skills of students, related to the machinery use, before and after the use of online educational resources, developed in O2, for the grades of 1 – 4 of secondary technical schools, with sets of questions, for each of the topics:•Machining (manual metalworking, turning, milling, grinding and drilling), CNC machining•Hydraulics and pneumatics (hydraulics, pneumatics, electrohydraulics and electropneumatic)•Logistics, eg. truck transportO4/ Examples of good practice for teachers with overview of suitable tools / technologies and methods for online practical training and teaching concrete vocational topics, tested during the project, Also, we will focus on testing the outputs and implementing them in practice, in 5 pilot schools and/or organisations from SK, CZ, IT, FIN and subsequently enabling their use among other schools from the same vocational field, as well as transferability and adaptability in other vocational fields. Project should be carried out transnationally due to identical problems the schools face and needs created by COVID – 19 in all partner countries, and due to first common experience with online teaching gathered by schools during lock – down in the spring time, as well as the common will to provide high quality incusive digital education across Europe, through mutual cooperation, under the new circumstances. In the project, we expect the following impact: -Detailed needs analysis carried out, identifying teacher´s and students needs in relation to online teaching of vocational subjects (O1)-New educational resources developed for online practical teaching and training - interactive learning units, video – based, on the topics of Machining, Hydraulics and pneumatics, Logistics, including assesment tools – incoming and outcoming knowledge and skills tests for students (O2 & O3)-Cooperation skills developed, sharing of experience and teaching resources, supporting each other and enhancing teaching togehter in a time of crises